The structure of the courses and training which adults can now undertake, the methods of teaching those courses and the types of qualifications which are beginning to be awarded reflect the accelerating social, technological and economic changes in the UK. It is aimed at professionals who are engaged in the management, provision or supervision of organized learning and training opportunities for adults.
This book has been prepared with the special purpose of assisting mothers throughout the country to train their small daughters in the art of cookery. Scarcely any child can be trusted to take a recipe and work alone, as the clearest directions need the watchful supervision of an experienced woman, who can detect the coming mistake and explain the reason for doing things in a certain way.
Security Supervision and Management, Third Edition: The Theory and Practice of Asset Protection
The International Foundation for Protection Officers (IFPO) has for many years provided materials to support its certification programs. The current edition of this book is being used as the core text for the Security Supervision and Management Training/Certified in Security Supervision and Management (CSSM) Program at IFPO. The CSSM is unique and was designed in 1988 to meet the needs of the security supervisor or senior protection officer.
Language Teacher Supervision illuminates an under-explored area of the language teaching profession. Using case studies of actual teaching situations, the book explores such issues as teacher evaluation, autonomy, authority and awareness and attitude. It contains a wealth of practical detail on gathering data and providing feedback in post-observation conferences with teachers. A variety of cases, together with a comprehensive review of the literature, offers valuable insights into the dynamic, interactive process of language teacher supervision.
In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students.
